This research is an attempt to explore the effectiveness of Cybercounseling services. In this research, the success of the Cybercounseling service is measured in terms of the capability of this method to provide client satisfaction (Client Satisfaction). This quasi-experimental study uses Non-equivalent Control Group Pretest/Postest Design. Quantitative data obtained using the Client's Satisfaction Inventory Short-Form (CSI-SF) questionnaire. A total of 60 research subjects were involved and conducted in two study groups, control group using Face-to-Counseling approach and experimental group using Cybercounseling approach. The findings show that Client Satisfaction in Cybercounseling approach is higher than Client Satisfaction in Face-to-face Counseling approach.
Internet technologies are rapidly changing our lives, so school counsellors are now facing challenges to provide innovative ways in order to support students in their preferred communication mode. This study sought to understand the perception of school counsellors towards e-counselling on (1) their intention to use e-counselling; (2) the motivators for them to offer e-counselling; and (3) the deterrent factors from offering e-counselling. 66 school counsellors completed this online survey. All had online communication experience with their students. Counsellors showed positive intention to apply e-counselling in schools only when e-counselling facilities were provided. Lack of competence in technical skill seemed to outweigh their intention to use e-counselling. Appropriate professional development, technical training and the practice-based research in school comparing effectiveness of e-counselling and face-to-face were the leading three motivators for school counsellors to use e-counselling. Fear of miscommunication due to unfamiliar online language, lack of professional development and technical skill training, lacks of technical resources were the key deterrents that deter their intention to offer to e-counselling. The major contribution from this study indicated that school counsellors were receptive to offer e-counselling in school with the conditions that they were given adequate and appropriate professional development, technical trainings and e-counselling facilities.
Previous studies show that there are still issues of Malaysia principal competency in managing curriculum. Therefore the purpose of this study is to identify how far this statement is true and to recommend the best solution in handling this issue. The definition of competency in this study is the level of knowledge and skill that principals have in managing curriculum. To get the data, questionnaires has been sent to 314 principals, 720 senior assistants, and 611 senior teachers from all over Malaysia. Findings show that based on principals self evaluation and their subordinates evaluation, overall, principals competency in managing curriculum is at a high level with a mean score 4.30. Principals self evaluation also show that their knowledge to plan strategies to improve curriculum achievement is at a very high level but their skills to ensure teachers give priority to teaching and learning, to ensure curriculum change that is fully implemented, to encourage cooperation among teachers in implementing teaching and learning, and to mobilize effective programs are still at a medium level. Based on these findings, this study recommends that all principals must attend leadership training before being appointed as principals.
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